Discovery-Based Learning in the Life Sciences E-Book

Kathleen M. Susman

• Herausgeber: John Wiley & Sons
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 286

Veröffentlichungsjahr: 2015

Beschreibung

For nearly a decade, scientists, educators and policy makers have issued a call to college biology professors to transform undergraduate life sciences education. As a gateway science for many undergraduate students, biology courses are crucial to addressing many of the challenges we face, such as climate change, sustainable food supply and fresh water and emerging public health issues. While canned laboratories and cook-book approaches to college science education do teach students to operate equipment, make accurate measurements and work well with numbers, they do not teach students how to take a scientific approach to an area of interest about the natural world. Science is more than just techniques, measurements and facts; science is critical thinking and interpretation, which are essential to scientific research. Discovery-Based Learning in the Life Sciences presents a different way of organizing and developing biology teaching laboratories, to promote both deep learning and understanding of core concepts, while still teaching the creative process of science. In eight chapters, the text guides undergraduate instructors in creating their own discovery-based experiments. The first chapter introduces the text, delving into the necessity of science education reform. The chapters that follow address pedagogical goals and desired outcomes, incorporating discovery-based laboratory experiences, realistic constraints on such lab experiments, model scenarios, and alternate ways to enhance student understanding. The book concludes with a reflection on four imperatives in life science research-- climate, food, energy and health-- and how we can use these laboratory experiments to address them. Discovery-Based Learning in the Life Sciences is an invaluable guide for undergraduate instructors in the life sciences aiming to revamp their curriculum, inspire their students and prepare them for careers as educated global citizens.

Leseprobe

Table of Contents

Cover

Title Page

Copyright

Dedication

Acknowledgments

Chapter 1: The New Life Sciences

The Challenges We Face in Teaching the New Biology

Visions of Change

Need for Structural Change

Conceptual Organization of Introductory Biology

Learning and Mastering

Further Reading

Chapter 2: Changing Goals and Outcomes in Introductory Life Science Course Laboratories

The Introductory Science Course Experience That We Have

How Science is Actually Done

Challenges to Successful Science Teaching

The Elements of Successful Science Learning

Two Re-organizational Schemes for an Introductory Biology Course

Example Topic: Biological Arms Races (Conceptual Areas: Structure and Function, Information Storage and Transfer, Evolution, Systems)

What Do These Scenarios Have in Common? What is Going On?

Summary

Further Reading

Chapter 3: Incorporating Discovery-Based Laboratory Experiences at the Introductory Level

The Reality of Introductory Biology Laboratories

Converting the Survey Approach to Biology Techniques into Discovery-Based Experiences that Emphasize Concepts

Module I: What are the Effects of Different Aspects of Climate Change or Other Anthropogenic Changes on Plant Primary Productivity?

Module 2: How Does Antibiotic Resistance Develop?

Module 3: Self-Discovery Explorations of Human Diseases Caused by Single Nucleotide Polymorphisms

Summary

Further Reading

Chapter 4: The Constraints and Realities of Discovery-Based Laboratories

Instructor Expertise

Time

The Physical Arrangement of the Teaching Laboratory

Class Size

Resources for Discovery-Based Laboratories

Organisms

Equipment

Safety Considerations for Independent Projects

Transportation for Field-Based Studies

Preparatory Staff

Student Interns/TAs

Summary

Further Reading

Chapter 5: A Model Introductory Biology Course

Instructor Group Meetings

Shared Course Materials

Flexible Design Allows for the Introduction of New Modules

Overall Conceptual Organization

Laboratory Modules for the First Edition of “Introduction to Biological Investigation”

Additional Laboratory Modules

Assessment of Learning of Core Concepts and Skills

Further Reading

Chapter 6: Two Model Scenarios for an Intermediate-Level Life Science Course

Model 1: Exploration of Gerontogenes and Behavior

Model 2: How do Common Lawn Chemicals Affect the Behavior and the Nervous System of

C. elegans

?

Summary of the Format

Assessment of Student Learning

Further Reading

Chapter 7: Assessments and Why They Are Important

What is Assessment?

Student Learning Assessments

Course-Based Assessments

Instructor Quality Assessments

Interpreting the Data

What to do with the Data?

Further Reading

Chapter 8: Fully Incorporating Vision and Change

The Anthropocene and the Importance of Biology Literacy

Limited Resources Constrain the Discovery Laboratory for All

Alternative Approaches

Envisioning Introductory Biology for the Science-Literate Citizen

Introductory Life Sciences: The Discovery-Based Classroom

Organizing the Discovery-Based Classroom: An Introductory Life Science Course for All Students

Summary of This Chapter

Combining Science Literacy Training with Science Career Training

Concluding Thoughts

Further Reading

Appendix A: Laboratory Instructions for Behavioral Experiments Using Caenorhabditis elegans

Learning Goals and Expectations

Appendix B: Instructions for Microscopy Workshop

Assignment for Workshop 2

Index

End User License Agreement

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Guide

Cover

Table of Contents

Begin Reading

List of Illustrations

Chapter 1: The New Life Sciences

Figure 1.1 A typical tree of life based on morphological characters. (Courtesy: Chris King. www.dhushara.com/book/unraveltree/unravel.htm.)

Figure 1.2 A phylogenetic tree of life no longer really a tree, more like a swirl, as in this representation of evolutionary relationships, based on a genomic study of the rRNA of 3,000 species by David Hillis, Derrick Zwicki and Robin Gutell from the University of Texas. (From Ciccarelli et al. (2006). Reprinted with permission from AAAS.)

Chapter 2: Changing Goals and Outcomes in Introductory Life Science Course Laboratories

Figure 2.1 Goals for science literacy. (Image reproduced with permission from http://ae.gov.sk.ca/evergreen/science/part3/portion04.shtml.)

Chapter 3: Incorporating Discovery-Based Laboratory Experiences at the Introductory Level

Figure 3.1 Which piece of music would you want to use when beginning to play the piano? (Top: Beethoven_Werke_Breitkopf_Serie_16_No_151_Op_101.pdf. Public domain music site: http://imslp.org/wiki/Main_Page. Bottom: Courtesy: M. Grayburn. recordersupport.weebly.com/ode-to-joy.html.)

Figure 3.2 Zones of growth inhibition surround different antibiotic disks. (CDC Public Health Image Library. Image credit: CDC/Dr. JJ Farmer (PHIL#3031) 1978. Upload date: 8 March 2006 by Marco Tolo. Permission PD-USGOV-HHS-CDC.)

Figure 3.3 Excerpt from a bioinformatic search of genes involved in Crohn's disease.

Chapter 4: The Constraints and Realities of Discovery-Based Laboratories

Figure 4.1 Physical arrangement of many introductory science laboratories.

Figure 4.2 Floor map of group-focused laboratory space.

Chapter 5: A Model Introductory Biology Course

Figure 5.1 Conceptual framework for “Investigations in Biology.” (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Figure 5.2 Conceptual organization of “From Genes to Behavior.” (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Figure 5.3 Conceptual organization of “Cyanogenic Clover”. (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Figure 5.4 Example Student Cyanogenesis Assay Results. The circular spots indicate production of hydrogen cyanide gas. Intensity of the spot indicates genotype, with darkest spots reflecting homozygosity for both alleles, lighter spots reflecting heterozygosity of one or both alleles. (Courtesy: Dr. David Jemiolo.)

Figure 5.5 Conceptual organization of “Biodiversity and Soil Microbial Ecology.” (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Chapter 7: Assessments and Why They Are Important

Figure 7.1 An example of a mid-semester course evaluation.

Figure 7.2 Example questions from the Biology 106 Final Practicum. (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Figure 7.3 The percentage of students rating themselves as “fluent” in each skill the first day of the semester (Before) and again at the end of the semester (After). (From Ronsheim et al. (2009). Adapted with permission from The Education Resources Information Center (ERIC).)

Chapter 8: Fully Incorporating Vision and Change

Figure 8.1 The impact of humans on the landscape. (Image from: http://commons.wikimedia.org.)

Appendix A: Laboratory Instructions for Behavioral Experiments Using Caenorhabditis elegans

Figure A.1

Using an eyebrow hair to test gentle touch sensitivity

. (a) Positioning (top panel) and gluing (bottom panel) the eyebrow hair to the tooth pick. The thickened black line indicates the shaft of the hair; the gray area indicates the location of the glue. (b) Animals should be touched by stroking the hair across the body at the positions of the arrows. The six touch receptor neurons are indicated. (This Figure is from www.wormbook.org)

Appendix B: Instructions for Microscopy Workshop

Figure B.1 Diagram of agarose pad preparation. (a) Initial preparation. (b) Place a clean slide on top of the molten agar droplet to form a flat pad.

List of Tables

Chapter 2: Changing Goals and Outcomes in Introductory Life Science Course Laboratories

Table 2.1 Current Structural Organization of Most Introductory Biology Textbooks

Table 2.2 Putting the Classroom First: Conceptual Organization

Table 2.3 Laboratory-organized Class Schedule

Chapter 3: Incorporating Discovery-Based Laboratory Experiences at the Introductory Level

Table 3.1 A Typical Introductory Biology Laboratory Game Plan

Table 3.2 Discovery-Based Laboratory Modules

Chapter 5: A Model Introductory Biology Course

Table 5.1 Examples of

Caenorhabditis elegans

Mutants with NoTable Behavioral Defects

Table 5.2 Genotyping Using the Cyanogenesis Paper Assay

Chapter 6: Two Model Scenarios for an Intermediate-Level Life Science Course

Table 6.1 The Laboratory Organization

Chapter 7: Assessments and Why They Are Important

Table 7.1 Self-Assessment Survey

Chapter 8: Fully Incorporating Vision and Change

Table 8.1 Strategies to Engage Undergraduates in Introductory Biology

Table 8.2 Skills and Concepts Addressed by Food and Energy

Table 8.3 Skills and Concepts Addressed by Climate Change and Other Human Impacts

Table 8.4 Skills and Concepts Addressed by Health and Disease

Discovery-Based Learning in the Life Sciences

Kathleen M. Susman

Copyright © 2015 by Wiley-Blackwell. All rights reserved

Published by John Wiley & Sons, Inc., Hoboken, New Jersey

Published simultaneously in Canada

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Library of Congress Cataloging-in-Publication Data:

Susman, Kathleen M., author.

Discovery-based learning in the life sciences / Kathleen M. Susman.

pages cm

Includes index.

ISBN 978-1-118-90756-6 (pbk.)

1. Life sciences–Study and teaching. 2. Learning by discovery. I. Title.

QH315.S87 2015

570.76–dc23

2015007224

Dedication

To David, Patrick, Melanie and Daniel, the loves of my life

Acknowledgments

I hope that you will find some ideas in this book that you can use in your own teaching. I thank you for giving these ideas a try. In the more than 20 years since I designed and taught my first solo course, I have benefited from the ideas and encouragement of my colleagues. My hope is that this book will serve as a source of ideas and encouragement for you.

This book is built from the hard work and creativity of many individuals. I am so grateful to each for generously providing ideas and insights into new approaches to teaching. I thank all the individuals whose work is published online and in education journals. Their generosity of spirit, providing their work to other educators freely, forges a supportive community of teacher/scholars that undergirds this revolution in teaching that is underway. My own colleagues at Vassar College, both current and former, are a true inspiration: John H. Long, Jr., Margaret Ronsheim, Sarah Kozloff, Mark A. Schlessman, A. Marshall Pregnall, Jodi Schwarz, Janet Gray, David Esteban, David Jemiolo, J. William Straus, Leathem Mehaffey, Ann Mehaffey, Mary Ellen Czesak, Elizabeth Collins, Nancy Pokrywka, Lynn Christenson, Carol Christensen, Molly McGlennen, Susan Zlotnick, Jenni Kennell, Megan Gall, Kelli Duncan, Erica Crespi, Jeremy Davis, Cynthia Damer, E. Pinina Norrod, Robert Suter, Richard Hemmes, Robert Fritz, Jennifer Turner Waldo, and Marie Pizzorno. Through conversations at the Xerox machine and countless more outside of classrooms and laboratories, through team-teaching and curriculum committee meetings, I owe a debt of gratitude to each and every one. Through them I have learned to teach and to become a biologist. Thank you also to colleagues at Caenorhabditis elegans meetings and the Faculty for Undergraduate Neuroscience.

None of us teaches in a vacuum. All of what we do rests on the shoulders of those who came before us and who stand along side us. Thank you to inspiring teachers from high school and from college, graduate school and postdoctoral studies. I also owe a debt of gratitude to all the students who were guinea pigs for many of these ideas. You are the reason we do what we do.

I could never have put fingers to keyboard to craft this book without the support of my family: Dan, Melanie, Patrick, and David. Thanks also to my parents, brother, sister, mother-in-law and father-in-law for helpful advice and encouragement. Even my dog Pippin put up with me sitting for hours on end, laptop in lap. He might actually have benefitted the most from the closeness that he always craves being more available from all the hours spent sitting with him cuddled up against my thigh while I wrote. Everyone else tolerated my absences, my writing during swim practices and gymnastics classes, during family game nights by the fire and in the early mornings before the bus. I love you all and dedicate this book to you.